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Dr. Richard Paul is the Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking. The Foundation for Critical Thinking published an excerpt of his book [link widoczny dla zalogowanych], "How to Prepare Students for a rapidly Changing World," in which Dr. Paul states, "In every field of knowledge, every answer generates more questions, so that the more we know the more we recognize we don't know."
New concepts are sometimes discovered and either refute previous hypotheses, or lead to further understanding that necessitates the reclassification of current knowledge. For example, archaea and bacteria were once classified into a single domain: Domain Prokarya. It was later discovered that archaea and bacteria were actually quite different despite the fact that they look the same.
Biologists found that archaea are more genetically similar to the Domain Eukarya, which includes humans, than they are to the Domain Bacteria. This led to the abandonment of the two-domain system in favor of the three-domain system of the Domains Archaea, Bacteria, and Eukarya.
New Discoveries Require Further Research
Students may perceive this example merely as a discrepancy in theories and say that one is correct over the other, but this is not usually the case. Students must use critical thinking
It is critical thinking that many undergraduate biology programs work to develop in their students. Research projects may demonstrate that further research is needed upon conclusion of a study.
Biology Students and Critical Thinking
The study of Biology presents some difficulties for students because it is constantly evolving. In addition, learning techniques and classifications vary among textbooks and teachers.
Biology Concepts and Connections Change with New Research
The textbook, Biology, by Robert J. Brooker, et al., describes the seven characteristics of life. Some students learned that there are six characteristics while others learned nine. These students become fixated on the number of characteristics in textbook lists rather than the actual characteristics. For example, one person may insist that energy, form and matter are characteristics of life, while missing the point of the text: the seven characteristics of life are the seven criteria that all living organisms must posses. All objects, whether living or non-living [link widoczny dla zalogowanych], have form, matter, and energy.
New biology students often assume that their course content is absolute. Introductory biology courses may teach that there are six, seven [link widoczny dla zalogowanych], or even nine characteristics of life. This information is often taught without applying the concepts, or without emphasizing that one characteristic can be grouped with another in a shorter list. Some students have a difficult time understanding that the numbered list is not what is important, but the contents within are the crux of the matter.
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Biology is a fascinating science that encompasses many other fields of study such as human anatomy and physiology, ecology, and biochemistry. Biologists study life and classify and define their findings.
Viruses do not exhibit all of the agreed-upon characteristics of life, but some biologists argue that viruses are living organisms. The discovery that some viruses can be infected by bacteria is convincing and compelling evidence for some biologists that viruses are living organisms. Other biologists refute that theory by pointing out that viruses still do not seem to possess all of the characteristics of life.